ABSTRACT This study reveals constructs that determine how federal and state policies for identification of and services for students with dyslexia are implemented in three Ohio suburban public schools. The research questions guiding this study were: (a) How do K–12 public educators interpret federal and state policies for the identification of students with dyslexia? and (b) How do they implement these policies? Three K‐12 suburban public‐school districts were selected for this collective, instrumental case study research. The results of the study suggest that district practices that support the identification of dyslexia through a dyslexia protocol within a Multitiered System of Support (MTSS) create equity for students with dyslexia, empowers educators, provides academic, social and emotional support for students and families, and decreases the burden for parents to find an Independent Education Evaluator (IEE). Based on the findings, the researcher provides six recommendations.
Rebecca Tolson (Tue,) studied this question.